Psychometric properties of a Swedish version of the "Strengths and Difficulties Questionnaire"

Smedje, Hans; Broman, Jan‐Erik; Hetta, Jerker; Knorring, A.-L. von

doi:10.1007/s007870050086

Cited by 352 publications

(320 citation statements)

References 10 publications

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“…Our results for the parental version are comparable to those from other studies, with exception of the results for the subscale 'conduct problems'. All other studies reported a drop-out in the internal consistency for 'conduct problems' and 'peer problems', whereas our study confirmed only the rather low internal consistency for 'peer problems' [19,35,40,42,43]. Our internal consistency of the caregiver SDQ was comparable to the results of Goodman [19] and van Widenfelt et al [43].…”

Section: The Sdq Versus the Aseba: Psychometric Characteristicssupporting

confidence: 70%

Screening for psychopathology in child welfare: the Strengths and Difficulties Questionnaire (SDQ) compared with the Achenbach System of Empirically Based Assessment (ASEBA)

Janssens

Deboutte

2009

Eur Child Adolesc Psychiatry

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Whilst children in child welfare suffer more psychopathology than their community peers, only a small percentage of them actually receive mental health care. Previous literature suggested that all children entering child welfare should be screened. This study evaluated whether the Strengths and Difficulties Questionnaire (SDQ) could be used for this purpose. The extended version of the SDQ and the Achenbach System of Empirically Based Assessment (ASEBA) questionnaire were administered to parents and caregivers of 292 children in child welfare. Children older than 11 years also completed the SDQ self-report and the Youth Self Report (YSR). Furthermore, the child’s history of service use was recorded and informants were asked if the actual care was sufficient. Inter-informant correlations for the scores from the SDQ and ASEBA were high and comparable or favoured the use of the SDQ (for parents and caregivers). Internal consistency was satisfactory to good. For all informants, high correlations were found between SDQ and ASEBA. Despite high scores on the SDQ, only 29% of the children had received mental health care. Service use was only correlated with the parent SDQ and the CBCL and TRF. Additional help, as requested by 21% of the parents and 37% of the caregivers, correlated moderately with the SDQ and ASEBA scores. Compared to the total difficulties score, the impact supplement is a better predictor of service use and the informant’s request for additional help. This study illustrates that the Dutch version of the SDQ, similar to the English and German versions, has equal validity as the Dutch ASEBA for screening children. Caution is warranted when the SDQ is the only source of information for referrals to specialized care

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Section: The Sdq Versus the Aseba: Psychometric Characteristicssupporting

confidence: 70%

Screening for psychopathology in child welfare: the Strengths and Difficulties Questionnaire (SDQ) compared with the Achenbach System of Empirically Based Assessment (ASEBA)

Janssens

Deboutte

2009

Eur Child Adolesc Psychiatry

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“…The parents also completed a demographic form and a screening questionnaire for child behavioural and emotional problems (below). The gender, ethnical and socioeconomic distributions approximately corresponded to national statistics, and the symptoms scores corresponded to the Swedish standardization of the checklist [34]. The data has been used in a paper concerning specific relationships between stressors and symptoms [14].…”

Section: Methods J Participantsmentioning

confidence: 99%

Polytraumatization and psychological symptoms in children and adolescents

Gustafsson

Nilsson

Svedin

2009

Eur Child Adolesc Psychiatry

104

106

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Previous research on the impact of traumatic experiences in children and adolescents has focused almost entirely on the effect of single trauma. Research on cumulative traumas has been lacking, but Finkelhor (Child Abuse Negl 31:7–26, 2007) has recently directed the attention to the concept of polyvictimization. As an extension of this concept, this study examined the impact of polytraumatization, operationalized as the number of different potentially traumatic events. The study population comprised two cross-sectional samples of school-aged children (n = 270) and adolescents (n = 400). Information of life-time incidence of traumatic events was collected by the life incidence of traumatic events (LITE), and psychological symptoms by the parent version of the strengths and difficulties questionnaire (SDQ) for the school children and the self-report trauma symptom checklist for children (TSCC) for the adolescents. We found that exposure to at least one traumatic event was common in both the samples (63% of the children and 89.5% of the adolescents). The number of different traumatic events, polytraumatization, was highly predictive of symptoms in both samples, and with a few exceptions surpassed the impact of specific events in exploratory analyses. We furthermore replicated previous findings of the important impact of interpersonal over non-interpersonal events on symptoms in both samples, and found an indication that this effect differed by gender in different manners in the two samples. This study emphasizes the significance of both the quantity of traumatic events, polytraumatization, as well as the quality, interpersonal events

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“….06 Prosocial 8 (7-9) 9 (8-10) 8 (8-9) 9.5 (8.5-10) 9 (8.5-10) 9 (7)(8)(9) .02* Total difficulties score 8 (5-12) 6 (4-8) 6 (4-11) 6 (4-10.5) 6.5 (4.5-11) 9 (7)(8)(9)(10)(11)(12) …”

Section: Sample Characteristicsmentioning

confidence: 99%

“…An ongoing prospective school-based study will be reporting longitudinal data on both child-reported and parent ratings on the SDQ, and data for seventh graders have been published (16). Parent ratings have been collected for samples of younger children up to 10 years old (8,14) and for older children, separated into groups by school class levels (9)(10)(11)(12), as well as for 10-to 13-year-olds (7), but not for an entire age range of older children up to and including adolescents. One study included an analysis of a random community sample of children 5 to 15 years old (6), but reported only parent ratings.…”

Section: Introductionmentioning

confidence: 99%

Child self-report and parent ratings for the Strengths and Difficulties Questionnaire: Norms and agreement in a Swedish random population sample

Liu

Engström

Jadbäck

et al. 2017

Scandinavian Journal of Child and Adolescent Psychiatry and Psychology

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Background: The Strengths and Difficulties Questionnaire (SDQ) measures behavioral problems among children and adolescents. Prior research in Sweden has included child self-report or parent ratings from community or population data. Objective: To provide child-reported and parent-rated SDQ norms for 11-to 16-year-olds, as well as data on child-parent agreement and parental sociodemographic correlates: education, employment status, and quality of life. Method: A random population sample with 600 children aged 11 to 16 years, 100 per age group, and one of their parents (N=1200) yielded a sampling pool of 1158 participants and a 34.8% response rate, including 175 child-parent pairs and 27 and 26 child/parent singletons. Responses to child and parent versions of the extended SDQ were analyzed by child gender and age. Child-parent agreement was evaluated using the Prevalence-and Bias-Adjusted Kappa and Bland-Altman plots. Results: Older children reported greater difficulties compared with younger children, while girls reported a higher negative impact of difficulties on daily life in comparison to boys. Child-parent item-by-item agreement was fair to slight on 15 of the 25 SDQ items, perfect to moderate on 9 items, and less than chance on 1 item, but generally high regarding dichotomous assignment to the "raised difficulties" or "normal" groups, based on subscales and the total SDQ score. Greater difficulties for children were reported by parents born outside Sweden, parents of children born outside Sweden, parents lacking regular employment, and parents with lower education or lower quality of life. In relation to other child-parent pairs, parents born outside Sweden perceived greater difficulties for their children compared with the children's own ratings. Parents with better physical health and social relationships rated their children as having fewer difficulties compared with the rates reported by children. Conclusions: Gender differences contrasted with prior Swedish studies showing higher ratings for boys on hyperactivity and total difficulties and for girls on emotional symptoms. However, findings on increased difficulties with age concurred with prior studies. Research on children's mental health should be widely and systematically conducted at regular intervals and encompasses large, representative samples in order to inform national public health and health-care policy regarding measures to support children and enhance their mental health.

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Psychometric properties of a Swedish version of the "Strengths and Difficulties Questionnaire"

Cited by 352 publications

References 10 publications

Screening for psychopathology in child welfare: the Strengths and Difficulties Questionnaire (SDQ) compared with the Achenbach System of Empirically Based Assessment (ASEBA)

Screening for psychopathology in child welfare: the Strengths and Difficulties Questionnaire (SDQ) compared with the Achenbach System of Empirically Based Assessment (ASEBA)

Polytraumatization and psychological symptoms in children and adolescents

Child self-report and parent ratings for the Strengths and Difficulties Questionnaire: Norms and agreement in a Swedish random population sample

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